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1.
If issues in the history and philosophy of science and those related to science, technology and society are generally accepted in policy, how ought these be handled in practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS and STS have for decades been marginalized in the curriculum. Subject areas designated to teach components of HPS and STS, such as design and technology, social studies and science, seem preoccupied with other aspects of the curriculum and rarely get around to HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on using HPS to address quantum mechanics and scientific literacy. Through questionnaires, observation of and participation in a physics methods class, 16 pre-service teachers were asked to identify topics they considered problematic to teach or learn. They were challenged to identify those topics that could effectively be taught or learned from HPS. The pre-service teachers agreed that HPS and STS were more appealing for teaching some topics, such as quantum mechanics, which is the focus of this article. This intervention in physics teacher education demonstrates the importance of using specific methods in physics instruction to demonstrate the value of HPS in scientific literacy. 相似文献
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Quantum numbers and electron configurations form an important part of the general chemistry curriculum and textbooks. The objectives of this study are: (1) Elaboration of a framework based on the following aspects: (a) Origin of the quantum hypothesis, (b) Alternative interpretations of quantum mechanics, (c) Differentiation between an orbital and electron density, (d) Differentiation and comparison between classical and quantum mechanics, and (e) Introduction of quantum numbers based on electron density; (2) Formulation of five criteria based on the different aspects (a, b, c, d, and e), and (3) Evaluation of 55 freshman college‐level general chemistry textbooks. Results obtained show: Criterion 1, none of the textbooks described satisfactorily that Planck’s role in the origin of the quantum hypothesis was more at the level of an empirical adjustment, whereas Einstein provided the physical significance of the quantum hypothesis; Criterion 2, few textbooks (two satisfactory and four mentioned) included alternative interpretations of quantum mechanics (e.g., Bohm) and thus ignored that most theories are underdetermined by experimental evidence; Criterion 3, none of the textbooks described satisfactorily that orbitals are mathematical constructs and the shapes of the orbitals (s, p, d, f) are not derived from quantum mechanics but instead from electron density measurements; Criterion 4, although, quantum mechanics approaches classical mechanics as a limiting case, none of the textbooks presented a framework to facilitate transition in student understanding from classical to quantum mechanics (28 textbooks made a simple mention); and Criterion 5, few textbooks (one satisfactory, five mentioned) facilitated the introduction of quantum numbers based on experimental determination of electron density (photoelectron spectrum). It is concluded that the inclusion of these criteria in textbooks can facilitate students’ conceptual understanding of quantum numbers and electron configurations. 相似文献
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The aim of the cross-sectional study was to reveal what coping strategies 8, 10- and 12-year-old Hungarian students (N?=?167) use in situations that are frustrating, either for themselves or their peers. The coping strategies in school situations were assessed by our own questionnaires. The instrument enables the investigation of the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. The coping strategies were assessed by teacher-report and self-report questionnaires developed especially for this purpose. The most important finding of this study is that the occurrence of overt aggression increases with age, which is supported by the results of both the self-report and the teacher-report questionnaires. Results obtained by the self-report and teacher-report instruments correlated significantly in all three cohorts (p?相似文献
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Monique Eckmann 《Prospects》2010,40(1):7-16
Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions
among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials.
At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But
educators in both fields can find it difficult to include both topics in one programme. The article clarifies some basic concepts
regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust
education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects
could bring together concepts and experiences from both fields to develop further possibilities. 相似文献
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Dirk Pons 《European Journal of Engineering Education》2016,41(5):530-547
Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics. 相似文献
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Brian E. Clauser Janet Mee Su G. Baldwin Melissa J. Margolis Gerard F. Dillon 《Journal of Educational Measurement》2009,46(4):390-407
Although the Angoff procedure is among the most widely used standard setting procedures for tests comprising multiple‐choice items, research has shown that subject matter experts have considerable difficulty accurately making the required judgments in the absence of examinee performance data. Some authors have viewed the need to provide performance data as a fatal flaw for the procedure; others have considered it appropriate for experts to integrate performance data into their judgments but have been concerned that experts may rely too heavily on the data. There have, however, been relatively few studies examining how experts use the data. This article reports on two studies that examine how experts modify their judgments after reviewing data. In both studies, data for some items were accurate and data for other items had been manipulated. Judges in both studies substantially modified their judgments whether the data were accurate or not. 相似文献
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Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge. 相似文献
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Some talk of well-being, others of sustainable development, and some of progress. They may differ in their terminology, but those who preach these ideas are part of a growing global consensus — a consensus that believes societies need to look beyond Gross Domestic Product (GDP) to develop a more holistic view of the directions in which they are heading. The strength of the consensus is evidenced by the thousands of initiatives worldwide that seek to measure societal progress. The Organisation for Economic Cooperation and Development (OECD) is advocating and supporting this work through its Global Project on Measuring the Progress of Societies. The article focuses on two areas.
- • Global views on measuring progress and well-being. Why do increasingly many people consider that measuring progress and well-being is important? What are they trying to achieve and is any agreement emerging around what ‘well-being’ is and how it can be measured?
- • Education and well-being. Do, and should, measures of ‘education’ play a role in any set of key indicators that seek to assess societal well-being? And what are the links between how educated a society is and how, indeed whether, it is progressing against other key economic, social and environmental concerns?
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Igor Mayer Harald Warmelink Geertje Bekebrede 《European Journal of Engineering Education》2013,38(1):85-106
The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling, t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students’ motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students’ learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development. 相似文献
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Entering the Fray: The role of outdoor education in providing nature-based experiences that matter 总被引：1，自引：0，他引：1
《Educational Philosophy and Theory》2013,45(5):449-461
AbstractThis article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living A pragmatic perspective is adopted to critique what outdoor education is,and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both realism and social constructionism are presented as essential to environmental philosophy and the concomitant, but contested, relationship between people and planet. Through these multiple realities the moral significance of nature emerges not only as a theoretical consideration but as a practical one too. In this way I challenge dualisms that provide stumbling blocks to practice and celebrate instead pluralistic thinking where starting points are based on real-life work settings where theory and practice can emerge together through place-specific solutions. 相似文献
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Tiina E.A. Mattila Kim O. Kaustell Jarkko Leppälä Timo Hurme Juha Suutarinen 《The Journal of Agricultural Education and Extension》2013,19(4):287-300
Abstract The main aim of this pre-study was to provide a preliminary overview of Finnish farmers’ motivation and capacity prerequisites for adopting and improving their management skills. Motivation was studied by asking farmers what farm management tasks and skills they consider important. Capacity was evaluated by asking farmers to rank management tasks and skills according to their perceived difficulty. Data (n=130) were collected by means of a questionnaire that was sent to a selected group of insured of the Finnish Farmers’ Social Insurance Institution. The most challenging management tasks and topics, that is, those to which most farmers gave high ratings in terms of both importance and difficulty, consisted of applying for subsidies and getting information on them, of the investment decision process, and of maintaining safety, health, and the ability and motivation to work. These are the main areas that should receive more attention in full-time education curriculums and extension initiatives. 相似文献
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《Journal of Further & Higher Education》2012,36(9):1239-1254
ABSTRACTWe need to know what it means to be an expert in working life today. Universities are often accused of neglecting the basic idea that higher education should be relevant to working life, and research on the subject of expertise in today’s workplace is lacking. Thirteen experts from different fields were interviewed and the obtained data were analysed using grounded theory as an analytical approach. The research questions were: (1) How do experts define expertise? (2) What kind of problems persist in their work? and (3) How are ‘routine’ and ‘adaptive’ expertise performed? The results revealed that expertise is more a social and collaborative phenomenon than an individual property. Experts develop new solutions and seek constant learning in their work. They excel at spontaneous problem solving. These findings suggest that, to prepare students to become experts, deliberate learning and practice should be provided within a framework of collaborative problem solving. 相似文献
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Evidence-based practice is highly appreciated and demanded in the field of education, especially in relation to extra support provided for children struggling with learning. Currently, there is a lack of intervention studies in the area of mathematics. This study aimed to investigate the effects of a short mathematics intervention programme on second graders (Mage?=?8?years, 2?months) with low performance in mathematics, in a quasi-experimental, intervention-control setting. A group of low-performing second graders (LOWi, n?=?11) was taught twice a week for eight weeks on the mathematics topics of number word sequence skills, counting skills and conceptual place value knowledge. The intervention’s effectiveness was examined by comparing the mathematics performance of the LOWi group to those of two groups consisting of low performing (LOWc, n?=?13) and typically performing children (TYPc, n?=?64), who followed their business-as-usual mathematics instruction. The LOWi group made significant improvements in mathematics but did not show significantly better gains, compared to the LOWc and TYPc groups, immediately and three months after the intervention. We discuss the implications for educational practice and intervention research. 相似文献
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In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks achieved by students (N 61) for specific communication assignments completed at the start and at the end of the course. This was complemented by questionnaires administered to students at the beginning and at the end of the course to self-assess their competency and to elicit their views on the usefulness of the training received. We considered three questions: did students’ communication skills improve during the course; did the outcomes depend on the place of previous education (UK or non-UK); and how useful did students consider the learning and teaching activities to be? We show that the training improved students’ self-reported competency in most of the communication skills considered. Coursework marks for writing literature reviews improved during the course (p < 0.001). Those marks were marginally associated (that is, approaching statistical significance after Bonferroni correction) with the place of previous education (relatively high in UK students; p = 0.005). Coursework marks for writing research proposals did not change during the course (p = 0.361) but did depend on place of previous education (relatively high for UK students (p = 0.001). Although this small study’s intriguing results merit further investigation, our initial data supports the use of a programme-wide framework of the type presented here to facilitate communications skills development amongst biological science graduate students. 相似文献
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Adjusting claims as new evidence emerges: Do students incorporate new evidence into their scientific explanations? 
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下载免费PDF全文 Constructing explanations of complex phenomena is an important part of doing science and it is also an important component of learning science. Students need opportunities to make claims based on available evidence and then use science concepts to justify why evidence supports the claim. But what happens when new evidence emerges for the same phenomenon? The “claim” portion of the claim, evidence, and reasoning explanation framework is viewed as the most accessible to students. When new evidence suggests that students adjust their current thinking however, do students incorporate this new information and modify their claims? This research utilized a time series research design to explore how students modify their claim over four iterations of one explanation, termed an evolving explanation. As new data were collected and analyzed to provide additional evidence, students needed to evaluate their current claim to see if it took into account all available evidence. This research explores that process including the supports that the teacher provided and the challenges that students faced in developing one claim, over time. The findings indicate that many students face challenges adjusting their claims when new, conflicting evidence emerges, even with class discussion, teacher feedback, and written scaffolds. Several possible reasons exist to account for this challenge. Students may (1) ignore new evidence, (2) find “undoing” their initial idea too cognitively demanding, or (3) simply not have any similar experience from which to build. Providing students with experiences of writing evolving explanations reflects what scientists do, while simultaneously preparing students to become more scientifically proficient. 相似文献
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Romi de Jong Jan van Tartwijk Theo Wubbels Ietje Veldman Nico Verloop 《Educational studies》2013,39(5):582-597
Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers’ use of discipline strategies is largely unknown. In this paper, we examine student teachers’ beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on control and affiliation, control orientation and anticipated student responses on control and affiliation. All participants were student teachers of a one-year teacher education programme for secondary education in the Netherlands. Student questionnaires were used to measure discipline strategies (n?=?2506). Student teachers’ (n?=?104) self-images, control orientation and anticipated student responses were measured with student teacher questionnaires. Results of the multiple regression analyses showed that student teachers’ sensitive and directive discipline strategies are explained best by self-images on control; aggressive discipline strategies are explained best by self-images on affiliation and by control orientation. Apart from the possible academic interest in these particular findings, results are believed to be useful in a practical sense, in particular for teacher education programmes. 相似文献
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This introduction to the special issue Understanding the Public Understanding of Science: Psychological Approaches discusses some of the challenges people face in understanding science. We focus on people's inevitably bounded understanding of science topics; research must address how people make decisions in science domains such as health and medicine without having the deep and extensive understanding that is characteristic of domain experts. The articles reflect two broad streams of research on the public understanding of science—the learning orientation that seeks to improve understanding through better instruction and the communications orientation that focuses on attitudes about science and trust in scientists. Challenges to understanding science include determining the relevance of information, the tentativeness of scientific truth, distinguishing between scientific and nonscientific issues, and determining what is true and what is false. Studying the public understanding of science can potentially contribute to psychological theories of thinking and reasoning in modern societies. 相似文献
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《British Journal of Educational Studies》2012,60(4):493-495
ABSTRACTVygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative. 相似文献
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This study investigates what preservice elementary school teachers assume about children's capacities to learn about equity issues and how teachers might translate teaching for social justice into actual classroom practices. Participants said they did not see the age of their students as a barrier to teaching for social justice, although their ways of conceptualizing this varied considerably, and those teaching grade 4–6 students were generally more risk-taking in the curricular and pedagogical choices they made. We found that the concepts of childhood innocence and developmental appropriateness mediated the topics and approach to topics that beginning teachers considered. Roughly half the participants believed that younger children are relatively uninterested in the events of the day, are incapable of forming nuanced opinions, and are unable to analyze political issues; while the other half disagreed. Participants concerned about engendering negative emotional responses from elementary students made more limited and generic responses to name-calling or teasing rather than naming specific forms of oppression or prompting students to reflect critically on hurtful language and behavior. 相似文献